THE  NORMAL 
SCHOOL  QUARTERLY 


Series  11  Janaary,  1913  Number  46 


The  Teaching  of  Agriculture  In  the 
Public  Schools  of  Illinois 


By 


IRWIN  A.  MADDEN 


:£$m  ' ; m ' 5 l c 

PUBLISH!  BY  THE  ILLINOIS  STATE  NORMAL  UNIVERSITY,  IN 
JANUARY,  APRIL,  JULY,  AND  OGTOBER  OF  EACH 
YEAR  AT  NORMAL,  ILLINOIS 


Enterd  August  IS,  1902,  at  Normal,  Illinois,  as  Second-Class  Matter  Under 
Act  of  Congress  of  July  16,  1894. 


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THE  TEACHING  OF  AGRICULTURE  IN  THE 
PUBLIC  SCHOOLS  OF  ILLINOIS 

The  Need  of  Improved  Methods  of  Agriculture 

The  population  of  the  United  States  is  increasing  with 
a rapidity  which  startles  us.  Thirty-five  years  ago  it  was 
only  half  what  it  is  today.  New  cities  of  thousands  of  people 
have  sprung  up  within  a few  years,  and  the  population  of 
the  older  cities  often  doubles  in  a short  time;  yet  few  of  us 
realize  what  this  means  to  the  American  people  or  to  the 
peo'ple  of  the  whole  world.  It  means  that  this  legion  of 
people  who  are  making  homes  in  America  must  be  fed,  and 
they  must  be  fed  from  the  American  soil.  The  mines 
and  factories  of* America  cannot  feed  them,  nor  can  we  look 
to  the  foren  counties,  where  all  that  is  produced  is  consumed 
or  barterd  for  other  foods  for  home  consumption.  Food- 
stuffs have  not  made  a long  list  in  the  American  imports, 
and  the  time  will  come  when  the  importation  of  foodstuffs 
will  be  still  less,  for  the  foren  supply  is  limited. 

Together  with  this  rapid  increase  in  the  demand  for 
more  foodstuffs,  we  are  confronted  with  the  fact  that  the 
soils  of  the  new  world  are  decreasing  in  fertility  year  after 
year.  The  best  of  our  soils  were  used  when  the  population 
was  sparse,  and  the  markets  were  glutted  with  the  products 
of  the  farms  of  the  United  Slates;  but  today  we  see  the  mar- 
kets unsatisfied  and  the  fertility  decreasing  or  gone  from 
some  of  our  best  soils.  Together  with  the  increase  in  our 
population  and  the  decrease  in  the  fertility  of  soils  comes  a 
greater  complexity  in  the  operation  and  management  of  our 
lands.  The  farmer  can  no  longer  get  along  with  little  or  no 
education,  but  he  must  be  alive  to  all  the  complex  problems 
that  confront  farmers  of  the  present  generation;  and  if  he  is 
to  belong  to  the  next  generation,  he  must  be  even  more  wide 
awake  to  be  successful.  The  reclamation  of  thousands  of 
square  miles  of  swamp  lands,  the  irrigation  of  large  areas  of 
arid  land,  and  the  re-fertilization  of  worn-out  land  are 
problems  which  the  farmer  of  today  and  tomorrow  must 
face.  Every  acre  of  land  must  be  made  more  productiv  if 
the  food-problem  of  the  future  is  to  be  solvd  satisfactorily. 
The  farmer  must  change  his  methods  from  the  extensiv, 
wasteful  agriculture  of  the  past  to  the  intensiv,  economical 
agriculture  of  the  future. 


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Public  Schools  to  Aid  the  Movement  for  Improved  Farming 

In  view  of  the  facts  that  the  price  of  land  is  increasing, 
its  fertility  decreasing,  and  agricultural  operations  becom- 
ing more  and  more  complex,  the  question  arises  as  to  what 
the  people  of  the  state  ot  Illinois  are  to  do  to  bear  their  part 
in  solving  the  problem  before  us.  The  struggle  for  exist- 
ence is  here;  and  the  people  of  one  of  the  greatest  agri- 
cultural states  will  not  stand  back  and  wait  to  be  led.  They 
will  look  for  someway  to  bear  their  part  of  the  burden,  and 
they  should  not  be  long  in  discovering  that  the  way  to  meet 
the  issue  successfully  is  to  educate,  not  apart,  but  all  of  the 
coming  generation  of  farmers.  Every  future  farmer  that  is 
now  in  our  public  schools  should  have  a chance  to  study 
the  principles  of  his  life  work,  and  the  school  that  is  not 
providing  this  instruction  is  negligent.  The  agricultural 
colleges  are  serving  only  a few  of  the  many  farmers  of  the 
state,  and  scientific  agriculture  cannot  be  a success  until 
more  have  a chance  for  agricultural  education. 

The  wide  awake  men  of  every  profession  of  the  state 
have  begun  to  realize  the  need  for  educated  farmers,  and 
they  have  joind  forces  to  secure  legislation  that  has  this 
end  in  view.  Farmers  themselvs  and  every  class  of  business 
men  whose  business  interests  throw  them  in  contact  with  the 
farmers  can  see  the  great  difference  between  the  educated 
farmer  and  the  typical  farmer  of  a century  ago.  They  want 
men  who  will  farm  to  suit  the  needs  of  the  times  and  not  as 
their  fathers  did.  The  schools  have  begun  to  realize  the 
situation,  and  are  uniting  with  the  business  men  and  farmers 
to  secure  agricultural  instruction  in  our  schools.  Move- 
ments are  on  foot  to  secure  the  aid  of  the  State  of  Illinois 
in  any  attempt  a school  may  make  for  securing  instruction 
in  agriculture. 

The  Gall  for  Teachers  of  Agriculture 

Alredy  there  are  schools  in  the  State  of  Illinois  that 
are  offering  instruction  in  agriculture,  and  every  year  there 
will  be  many  more  added  to  this  list.  Every  year  there  will 
be  calls  for  teachers  to  fill  new  positions  created  by  the 
instaling  of  courses  of  agriculture  in  our  high  schools;  and 
legislation  giving  state  aid  to  the  schools  wishing  to  instal  a 
course  in  agriculture  will  make  the  demand  much  greater. 


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These  teachers  will  be  paid  excellent  salaries,  for  the  people 
who  are  employing  a teacher  want  the  man  who  under- 
stands farm  conditions  from  beginning  to  end,  and  they 
realize  that  this  man  must  be  well  paid.  They  know  the 
vast  fields  open  to  the  traind  farmer  and  will  pay  the  price 
to  secure  him.  He  should  be  paid  and  will  be  paid  as  well 
as  the  best  menin  other  branches  of  the  teaching  profession. 

The  Preparation  of  Teachers  of  Agriculture 

In  the  coming  years  there  will  be  such  a demand  for 
teachers  of  agriculture  that  all  the  institutions  of  the  country 
which  are  preparing  teachers  can  not  overstock  the  market; 
therefore,  there  should  be  no  quibble  among  the  different 
institutions  as  to  which  should  furnish  Ihe  teachers  for 
the  secondary  schools  of  Ihe  state.  The  courses  of  instruc- 
tion in  the  agricultural  colleges  have  generally  been  de- 
signd  for  farmers  rather  than  teachers.  The  students  grad- 
uating from  these  colleges  are  equipt  with  subject-matter, 
but  have  paid  little  or  no  attention  to  the  art  of  teaching. 
On  the  other  hand,  the  normal  schools  were  created  for  the 
express  purpose  of  training  teachers  for  the  schools  of  the 
state.  Their  work  should  expand  with  the  expanding  needs 
of  the  public  schools.  It  would  seem  logical  therefore  that 
the  normal  schools  should  equip  themselvs  with  suitable 
laboratories  and  other  equipment  for  the  training  of  teachers 
of  agriculture  for  the  public  schools  of  the  state. 

The  Illinois  State  Normal  University  is  at  present  com- 
pleting a new  agricultural  laboratory.  It  will  be  equipt 
with  such  material  as  is  necessary  for  the  preparation  of 
teachers  of  agriculture,  and  for  carrying  on  courses  in 
agriculture  in  our  Model  School.  Students  working  in 
this  laboratory  will  become  familiar  with  the  apparatus  and 
material  necessary  for  the  teaching  of  agriculture  in  high 
schools. 

In  addition  to  the  agricultural  laboratory  the  Normal 
University  possesses  a farm  of  ninety-seven  acres,  which  is 
to  be  used  to  further  agricultural  education.  As  fast  as 
possible  bildings  and  stock,  such  as  should  make  up  the 
equipment  of  a model  farm,  will  be  added.  This  farm 
will  be  self-sustaining  and  will  furnish  the  practical  labor- 
atory for  agricultural  instruction.  The  students  of  the 


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Illinois  State  Normal  University  who  are  preparing  to  teach 
agriculture  have  ample  opportunity  for  practis  teaching. 
Glasses  in  agriculture  in  the  Model  School  are  taught  by 
prospectiv  agricultural  teachers,  under  the  careful  super- 
vision of  traind  critic  teachers. 

Choosing  the  Teacher  and  Course 

If  any  community  undertakes  to  instal  a course  in  agri- 
culture in  its  school  it  should  use  the  utmost  caution  to  see 
that  it  introduces  a course  that  will  serv  the  people  of  the 
community.  Courses  are  often  introduced  into  schools  that 
have  little  or  no  connection  with  the  lives  of  the  people  of 
the  community.  We  must  remember  that  agriculture  is  a 
vocational  subject,  and  it  must  be  made  to  serv  the  patrons 
of  the  school.  If  one  is  teaching  agriculture  in  central 
Illinois,  he  should  not  let  his  students  get  away  from  the 
school  without  their  knowing  considerable  about  corn,  and 
the  crops  that  grow’  best  in  rotation  with  corn;  if  he  lives  in 
northern  Illinois  he  should  not  specialize  so  much  on  the 
growing  of  corn  as  on  the  problems  that  confront  the  farmer 
of  northern  Illinois.  In  some  sections  of  northern  and 
southern  Illinois  it  might  be  well  to  study  forestry,  but  in 
the  prairies  of  central  Illinois  the  student  should  spend  his 
time  in  a study  of  the  crops  that  will  do  well  in  that  part  of 
the  state.  In  addition  to  considerable  time  spent  in  the 
agriculture  of  the  community,  the  student  should  get  in 
his  high-school  course  a broad  knowledge  of  agricultural 
conditions,  so  that  he  need  not  be  confined  to  his  home  com- 
* munity  for  his  livelihood.  He  should  have  a view  of  the  sub- 
ject  that  will  enable  him  to  make  good  wherever  he  may  go 
to  use  his  knowledge. 

In  the  closing  pages  of  this  quarterly  there  is  outlined 
a general  course  in  agriculture  that  should  give  the  student 
a valuable  insight  into  the  subject;  and  if  the  teacher  will 
emphasize  the  agriculture  included  in  the  outline  and  adapt 
it  to  the  community  where  it  is  taught,  the  student  upon 
finishing  should  be  in  condition  to  carry  on  farming  profit- 
ably. Outside  of  placing  considerable  emphasis  on  the 
farming  operations  of  one’s  own  community,  the  student  in 
the  secondary  school  should  never  attempt  to  specialize  in 
in  any  one  phase  of  the  subj ect.  He  may  be  more  interested 


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and  may  do  more  and  better  work  in  one  phase  than  in 
another,  but  he  should  spend  Ihe  limited  time  that  he  has  at 
his  command  in  the  high  school  in  getting  a general  knowl- 
edge of  the  subject. 

Science  Study  to  Accompany  the  Course  in  Agriculture 

In  laying  out  courses  in  agriculture  for  secondary 
schools,  one  must  not  forget  the  important  fact  that  agricul- 
ture is  based  on  four  sciences;  viz.,  chemistry,  physics,  bot- 
any, and  zoology.  Without  considerable  knowledge  of  these 
sciences  the  farmer  of  the  next  generation  cannot  be  well- 
prepared  for  his  work.  It  is  true  that  he  may  get  these 
sciences  in  his  agricultural  work,  but  it  will  require  as  much 
time  to  get  them  in  the  agricultural  courses  as  it  wilJ  in  the 
separate  courses,  and  they  will  be  better  taught  in  the  latter. 
Therefore  adequate  provision  must  be  made  for  a study  of 
these  basic  sciences.  In  addition  to  the  above-named  sciences 
as  the  foundation  to  all  agriculture,  the  student  should 
gain  some  knowledge  of  geografy,  physiografy,  and  physi- 
ology. In  the  course  outlined  herein  half  the  time  of  the 
student  is  devoted  to  agriculture  and  some  other  science 
study.  This  arrangement  should  be  held  to  firmly,  for  the 
student  will  be  seriously  handicapt  if  he  remains  ignorant 
of  the  sciences  upon  which  agriculture  is  based.  Any  phase 
of  agriculture  studied  will  require  some  knowledge  of  the 
four  fundamental  sciences.  It  is  impossible,  however,  to 
teach  all  the  four  fundamental  sciences  prior  to  a course  in 
agriculture.  It  is  better  to  devote  the  first  year  o’f  the  high- 
school  course  to  a course  in  general  science,  and  in  that 
course  teach  such  principles  as  are  required  as  a foundation 
for  the  more  simple  problems  in  agriculture.  After  the  year 
of  general  sciences,  the  remaining  three  years  should  be 
devoted  to  special  courses  in  the  sciences  somewhat  in  the 
proportion  as  shown  in  the  outline.  In  the  second  year  he 
should  have  at  least  half  a year  of  zoology  and  half  a year 
of  botany.  This  biology  will  give  him  a helpful  insight 
into  the  work,  but  he  would  be  far  better  off  if  he  could  de- 
vote a whole  year’s  time  to  each  of  the  subjects.  There  is  so 
much  to  be  lernd  about  farm  insects,  weeds,  fungi,  and  the 
bacteria  of  the  farm,  that,  altho  much  can  be  done  in  one 
year’s  work,  yet  many  important  things  must  remain  un- 


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toucht.  The  third  year  at  least  should  be  devoted  to  chem- 
istry and  the  fourth  year  to  physics. 

The  idea  of  having  science  along  with  the  course  in 
agriculture  is  fundamental.  If  agriculture  is  to  be  a suc- 
cess the  sciences  must  accompany  it,  and  it  will  surely  fail  if 
it  travels  alone.  In  many  schools  where  agriculture  is  intro- 
duced, it  is  allowd  to  take  the  place  of  some  of  the  other 
sciences,  and  people  wonder  why  agriculture  has  faild. 
When  we  accept  the  fact  that  there  are  certain  fundamental 
scientific  truths  which  must  precede  every  course  in  scien- 
tific agriculture,  then  we  can  begin  to  reap  solid  values  from 
our  courses  in  agriculture.  The  study  of  agriculture  is  in- 
troduced into  the  curriculum  to  train  the  young  farmer  and 
the  course  should  be  pland  with  his  training  in  mind.  We 
cannot  make  of  him  both  a Latin  scholar  and  a farmer.  We 
still  leave  half  the  program  for  education  in  the  duties  of 
citizenship,  for  training  in  the  mother  tung,  and  for  an  ac- 
quaintance with  some  of  our  best  literature. 

Outline  For  a High-School  Course  in  Agriculture 

In  the  following  course  of  study  the  arrangement  of  the 
topics  has  been  held  to  as  logical  an  outline  as  possible, 
but  where  items  of  much  interest  are  redy  for  study  on  the 
farm  the  logical  gives  way  to  a chronological  arrangement 
of  the  subject-matter.  The  material  is  similar  and  arranged 
in  much  the  same  order  as  is  recommended  by  the  Edu- 
cational Commission  of  the  State  of  Illinois,  but  such 
changes  have  been  made  in  the  general  and  detaild 
arrangement  as  were  found  to  be  advizable  after  teaching 
the  course  both  in  the  Illinois  State  Normal  University  and 
in  the  University  High  School.  In  the  Illinois  State  Normal 
University,  the  work  recommended  for  a four-year  course 
in  the  secondary  schools  is  canvast  in  two,  years.  In  addi- 
tion the  students  study  more  difficult  texts,  and  do  more 
laboratory  and  library  work. 

The  teacher,  in  pursuing  the  following  outlined  course, 
should  never  forget  that  the  farms  of  the  community  are 
his  laboratories  and  he  should  make  use  of  them  whenever 
it  is  best  to  do  so.  Great  care  should  be  taken  in  making 
trips  to  the  farms.  A definit  plan  should  be  outlined  before 
the  class  starts,  or  the  trip  is  likely  to  be  a failure.  Much 


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time  can  be  wasted  in  trips  if  they  are  not  carefully  pland 
and  executed.  In  planning  these  out-door  lessons  the 
teacher  should  always  consider  the  time  that  will  be  spent, 
and  if  the  material  can  be  brought  to  the  classroom  or 
laboratory  and  studied  with  as  much  thoroness  and  in  less 
time  this  should  be  done  in  preference  to  the  field  trip. 

Each  year’s  work  is  outlined  under  three  general  topics 
and  these  topics  are  held  to  as  closely  as  possible  during 
the  part  of  the  school  year  in  which  they  are  to  be  taught; 
but  where  they  chronologically  overlap  they  are  outlined 
where  they  can  be  taught  to  the  best  advantage.  Beginning 
with  the  first  of  September  the  school  year  is  divided  into 
half-month  periods  and  the  material  that  is  best  taught  in 
those  periods  is  outlined  under  those  dates.  These  half- 
month periods  are  groupt  into  three-month  periods,  and 
during  one  of  these  periods  one  of  the  general  topics  is 
canvast. 

First  Year 


Fall  months Domesticated  animals 

Winter  months Animal  production 

Spring  months Orchard  and  garden 


Fall  Months  : Domesticated  Animals 

September  1-15. — The  anatomy  of  the  horse  as  studied 
from  the  skeleton,  chart,  and  living  animal ; identification 
and  history  of  the  breeds  of  draft,  coach,  and  road  horses. 

Note  on  silo  study. — Before  going  on  with  the  study  of 
the  horse  it  is  best  to  make  a study  of  the  filling  of  the  silo. 
The  student  should  observ  the  actual  filling  of  one  of  the 
silos  of  the  neighborhood. 

September  16-30. — Study  of  the  market  classes  and 
grades  of  the  horse ; practis  in  identifying  breeds  and  classes 
of  horses;  contrasting  of  driving  and  draft  horses;  location 
and  identification  of  blemishes. 

October  1-15. — Judging  the  horse  from  the  market  and 
breeder’s  standpoint.  Considerable  time  should  be  spent  in 
study  of  the  score  card  and  in  the  judging  of  the  horse.  It 
is  best  to  have  as  many  classes  as  possible  represented. 
More  than  one  example  of  each  class  should  be  studied. 
Care  should  be  taken  to  select  good  horses  for  the  first  trials 
or  the  students  will  judge  the  poor  ones  too  high. 

October  16-31 . — The  anatomy  of  the  cow  as  studied 


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from  the  chart,  skeleton,  and  living  specimen;  identification 
and  history  of  the  breeds  of  cattle. 

November  1-45. — Contrasting  of  the  dairy  and  beef  types 
of  cattle;  the  identification  and  history  of  breeds  of  hogs; 
contrasting  of  the  fat  and  bacon  types  of  hogs. 

November  16-30. — Study  of  the  breeds  of  sheep;  con- 
trasting of  the  wool  and  mutton  breeds;  study  of  the  breeds 
and  classes  of  chickens  belonging  to  the  meat,  dual  purpose, 
and  egg  types. 

Winter  Months:  Animal  Production 

December  1-15. — Care  and  feeding  of  hens  for  winter 
laying;  review  of  the  physiology  of  digestion,  absorption, 
and  assimilation  of  the  different  foods  of  the  animal  body. 

December  16-31. — The  nutritiv  ratio;  the  balanced 
ration  for  the  horse,  cow,  pig,  and  sheep. 

January  1-15. — Silage,  legumes,  grasses,  and  roots  as 
foods;  grains  and  their  by-products  as  foods. 

January , 16-31 . — The  arrangement  and  care  of  the  san- 
itary dairy  barn;  sanitary  production  of  milk  and  butter ; 
testing  of  milk  for  butter  fat,  adulterants,  and  acid. 

February  1-15. — Testing  of  herds;  calculation  of  in- 
comes from  cows. 

Note  on  horticulture  study. — At  this  point  the  making 
of  root  grafts  and  cuttings  should  be  taken  up.  This 
should  be  followd  by  the  pruning  of  grapes  and  of  trees. 

February ■ 16-28. — Hardening  the  horse  for  spring  work; 
study  of  the  different  cuts  of  meat;  the  use  of  the  incubator  ; 
the  production  of  spring  chicks;  the  construction  and  use 
of  brooders. 

Spring  Months:  Orchards  and  Gardens 

March  1-15. — The  construction  and  planting  of  the  hot- 
bed and  cold  frame;  top-grafting  of  apple  trees. 

March  16-31. — Planning  the  home  and  school  gardens; 
planting  of  ornamental  trees  and  shrubs;  planting  of  tree 
and  bush  fruits;  identification  of  ornamental  trees  and 
shrubs;  treatment  of  potatoes  for  scab. 

April  1-15. — Planting  the  home  and  school  gardens; 
study  of  the  insect  and  fungous  enemies  of  trees  and  shrubs ; 


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mixing  of  spray  mixtures;  setting  of  grafts  and  cuttings; 
care  of  transplanted  trees. 

April  16-30 . — Spraying  of  fruit  trees  and  shrubs;  plant- 
ing and  care  of  beds  of  asparagus, rhubarb, etc.;  setting  the 
strawberry  bed;  continued  planting  of  home  and  school 
gardens. 

May  1-15. — Continued  spraying  of  tree  and  bush  fruits; 
special  study  of  the  plumcurculio  and  its  eradication;  iden- 
tification of  ornamental  trees  and  shrubs  in  bloom  and  leaf; 
resetting  of  hotbed  and  cold  frame  plants. 

Maxf  16-31 . — Marketing  of  early  vegetables;  care  of  cab- 
bage, tomato,  and  sweet  potato  beds;  planting  of  late  cab- 
bage and  sweet  corn;  study  of  the  insect  enemies  of  garden 
vegetables;  spraying  of  vegetables;  the  care  of  the  garden 
during  vacation. 

Second  Year 

Fall  months Farm  crops 

Winter  months  Soil  physics 

Spring  months Crop  production 

Fall  Months:  Farm  Crops 

September  1-15. — Study  of  the  preparation  of  wheat 
fields;  testing  seed  wheat  for  germination;  study  of  the 
Hessian  fly;  cleaning  of  seed  wheat;  preparation  of  seed 
bed  for  alfalfa;  sowing  of  alfalfa. 

September  16-30. — Sowing  of  wheat  and  timothy;  study 
of  legumes;  study  of  cornfield  weeds;  collection  of  seeds  of 
weeds  and  legumes;  identification  of  seeds. 

October  1-15. — Study  of  timothy,  bluegrass,  . redtop, 
millet,  sorghums,  and  orchard  grass;  selection  and  storing 
of  seed  corn. 

October  16-31. — Study  of  the  methods  of  storing  of 
corn,  wheat,  and  oats;  shrinkage  of  grains  in  storing; 
grading  and  testing  of  different  varieties  of  grains. 

November  1-15. — Comparison  of  good  and  poor  stands 
of  corn;  study  of  methods  used  in  cutting  corn  for  fodder 
or  stover;'  study  of  methods  of  harvesting  corn;  fall  plow- 
ing contrasted  with  spring  plowing. 

November  16-30. — Judging  of  corn  with  the  score  card. 
This  work  should  comprise  two  weeks  thoro  work.  The 
class  should  be  drild  in  the  work  with  the  score  card,  and 
in  the  ability  to  select  seed  corn  from  the  field  or  wagon. 


10 


Winter  Months:  Soil  Physics 

December  1 -1 5. — Field  trips  to  inspect  and  collect  the 
types  of  soils  of  the  community;  testing  of  different  types 
of  soils  for  capillary  water ; study  of  the  apparent  specific 
gravity  of  soils;  the  capillary  action  in  different  soils. 

December  16-31. — Based  on  a study  of  the  capillary 
action  of  the  soils  the  student  should  take  up  a study  of  the 
rainfalls  necessary  for  each  soil,  and  the  tile  necessary  to 
drain  the  soils. 

January  1-15. — The  effect  of  lime  on  soils;  study  of  the 
plasticity  of  different  soils;  effects  of  freezing  and  thawing 
on  soils;  the  effects  of  puddling  on  soils. 

January  16-31 . — These  two  weeks  should  be  entirely 
taken  up  with  the  study  of  methods  of  conserving  the  mois- 
ture of  the  soil.  This  can  be  done  indoors  as  well  as  outside. 

February  1-15. — Conditions  of  germination  and  growth; 
methods  of  handling  different  types  of  soils  to  secure  the 
maximum  of  growth. 

February  16-28. — The  effects  of  organic  matter  on  the 
color,  temperature  and  water-holding  capacity  of  the  soil; 
the  effects  of  color  and  drainage  on  the  temperature  of  the 
soil. 

Spring  Months:  Crop  Production 

March  1-15. — Testing  of  oats  and  corn  for  germination; 
treating  of  oats  and  smut;,  cleaning  and  grading  of  oats, 
sowing  of  clover  and  timothy  on  wheat  and  rye  land;  stool- 
ing  of  the  wheat  and  rye  plant. 

March  16-31. — Breaking  and  cutting  of  corn  stalks; 
disking  for  oats  seeding  as  compared  to  plowing;  drilling 
versus  broadcasting;  oats  as  a nurse  crop  for  clover  and 
timothy. 

April  1-15. — Permanent  pastures  and  their  seeding; 
best  time  to  begin  pasturing  in  the  spring;  pastures  versus 
silage  feeding  in  the  yard;  treating  of  oats  to  kill  mustard. 

April  16-30. — Methods  of  preparing  ground  for  corn; 
green  manures  for  corn;  stable  manure  for  corn;  insect 
enemies  of  corn,  especially  for  corn-root  aphis  and  the  cut- 
worms. 

May  1-15. — Thick  and  thin  planting  of  corn;  deep  and 
shallow  planting  of  corn;  securing  a perfect  stand  of  corn; 


11 


replanting  of  corn;  collection  and  study  of  corn-field  and 
corn-root  aphis.  This  subject  was  taken  up  in  the  two 
previous  weeks  to  prepare  for  their  invasion  of  the  corn- 
field. After  the  corn  begins  to  grow  they  can  be  collected 
for  further  study. 

May  16-31 . — Study  of  the  root  and  stalk  growth  of  the 
corn  plant;  deep  and  shallow  cultivation  of  corn.  Laying 
by  the  corn;  advantages  of  one  row  cultivators  for  laying 
by  the  corn;  study  of  handling  of  all  crops  during  vaca- 
tion. This  should  include  a study  of  the  methods  of  curing 
hay,  harvesting  grain,  and  sowing  any  summer  crops. 

Third  Year 


Fall  months Cement  construction  and  drainage 

Winter  months Farm  bookkeeping 

Spring  months Farm  machinery 


Fali,  Months:  Cement  Construction  and  Drainage 

September  1 -1 5. — Location  and  methods  of  tile  drain- 
age;1 leveling,  digging  ditches  and  laying  tile  drains  and 
sewer  pipe. 

September  16-30. — Study  of  materials  and  proportions 
in  concrete  mixing;  laying  of  concrete  walls;  laying  of 
concrete  walks  and  floors. 

October  1-15. — The  reinforcement  of  concrete  walls  and 
floors:  concrete  bridges  and  tile  outlets. 

October  16-31. — Setting  fence  posts  in  concrete;  rein- 
forced concrete  posts;  concrete  tile  and  block  machinery; 
making  of  concrete  blocks  and  tiles. 

November  1-15. — Construction  of  concrete  bildings; 
blocks  versus  solid  concrete ; construction  of  concrete  silos; 
reinforcing  of  block  concrete;  concrete  as  a stable  floor. 

November  16-30.-^ Here  again  the  study  of  drainage  and 
the  water  supply  is  taken  up.  The  concrete  construction 
work  should  all  be  completed  before  hevy  freezes  occur. 
Drainage  for  helth;  source  of  water  supply  for  houses  and 
barns;  locating  and  drilling  the  wTell;  the  sanitary  water 
system. 

Winter  Months  : Farm  Bookkeeping 

December  1 -February  23. — This  entire  term  is  taken  up 
with  the  study  of  farm  bookkeeping.  There  is  no  chrono- 
logical arrangement  of  the  study  necessary,  hence  it  is  not 
divided  into  half-month  periods.  If  the  study  of  farm 


12 


bookkeeping  is  taken  up  it  should  be  made  as  practicable  as 
possible  and  this  can  be  done  only  by  actually  keeping  books 
on  some  of  the  farms  of  the  community.  Many  of  the 
students  will  be  willing  to  furnish  data  for  the  classes,  and 
will  be  aided  themselvs  by  having  a set  of  books  kept  for 
the  farm. 

Sprino  Months  : Farm  Machinery 

March  1-15. — The  first  two  weeks  of  the  course  should 
be  spent  in  the  study  of  the  gas  engine  as  a means  of  farm 
power ; the  gas  tractor,  and  the  gas  engine  as  a farm  convey- 
ance. 

March  16-31. — Planning  the  farm,  power  house;  the 
windmill  as  a farm-power  machine  ;■  general  farm-power 
machinery. 

April  1-15. — The  adjusting  of  gang  and  sulky  plows  in 
the  field;  grain  drills;  disk  harrows;  stalk  cutters. 

April  16-30. — Manure  spreaders,  clod  crushers,  rollers, 
harrows,  corn  planters. 

May  1-15. — Corn  cultivators,  weeders,  mowers,  rakes, 
loaders,  and  other  machinery  of  the  season. 

May  16-31 . — The  last  two  weeks  of  the  course  should  be 
devoted  to  the  study  of  the  reaper,  grain  binder,  and  corn 
binder.  The  students  should  have  practis  in  overhauling 
these  farm  machines,  and  in  getting  them  in  shape  for  act- 
ual running. 

Fourth  Year 


Fall  months Soil  fertility 

Winter  months Farm  management 

Spring  months Animal  and  plant  improvement 


Fall  Months  : Soil  Fertility 

September  1-15. — The  laying  out  of  permanent  soil 
plots;  treatment  of  plots  with  different  kinds  of  fertilizers; 
study  of  results  from  previously  establish!  plots;-  seeding  of 
alfalfa  on  plots. 

September  15-30. — Sources  of  various  fertilizers,  and 
limestone;-  fertilizers  needed  by  the  various  types  of  soils. 

October  1-15. — Rotation  of  crops  for  the  preservation  of 
fertility;  the  leguminous  crops  as  sources  of  fertilizers. 

October  15-31 . — Care  and  methods  of  handling  crop 
residues  and  farm  manures  to  secure  the  maximum  amount 


13 


of  fertility  from  themy  the  value  of  the  different  kinds  of 
farm  manures  as  fertilizers. 

November  Prevention  of  fermentation  and  putre- 

faction in  manures.  Preservation  of  available  nitrogen  in 
the  soil;1  loss  of  nitrogen  by  denitrification  and  drainage. 

November  16-30. — Detaild  study  of  the  sources  and 
economic  application  of  nitrogen  and  phosphorus;  prac- 
tical application  of  phosphorus  and  nitrogen  fertilizers. 

Winter  Months:  Farm  Management 

December  1-15. — In  the  course  in  farm  management 
each  student  should  select  some  farm  and  make  drawings 
of  it  showing  the  location  of  all  the  fences,  ditches,  tile 
drains  and  other  permanent  fixtures.  The  location  of  all 
the  farm  bildings  should  be  made  in  detail. 

December  16-31 . — The  careful  planning  of  a farm  house 
suitable  for  the  farm  chosen,  and  the  equipping  of  the  same. 

January  1-15. — The  planning  of  a suitable  set  of  out- 
bildings  for  the  farm  regardless  of  the  ones  alredy  in  ex- 
istence. 

January  16-31 . — Stocking  of  the  farm,  laying  out  of  the 
fields,  and  calculating  the  possible  yield  per  acre. 

February  1-15. — Detaild  plans  for  the  planting  of  the 
home  grounds.  In  these  plans  the  student  should  make  a 
careful  survey,  plan  and  estimate  the  cost  of  planting  the 
shrubs  and  trees. 

February.  16-28—  Making  out  of  deeds,  mortgages, 
leases,  and  the  study  of  the  important  points  of  law  con- 
cerning the  farmer. 

Spring  Months:  Animal  and  Plant  Improvement 

March  1-15. — Natural  selection  and  the  origin  of  plants 
and  animals;  artificial  selection  and  the  origin  of  our 
domesticated  breeds  and  species. 

March  16-31. — At  this  time  a study  of  in-breeding,  close 
breeding,  line  breeding,  and  cross-breeding  should  be  taken 
up. 

April  1-15. — Grossing  of  different  species  of  maize  to 
produce  new  varieties,  the  production  of  new  varieties 
of  apples. 


14 


April  16-30. — Breeding  of  plants  for  high  and  low  pro- 
tein, and  oil;  the  production  of  new  varieties  of  our  cul- 
tivated plants,  and  the  improvement  of  wild  species. 

May  1-15. — Trapnesting  of  hens  to  secure  better  layers, 
better  show  birds,  and  brighter  plumage.  Production  of 
desired  characteristics  in  animals  and  plants. 

May  16-31 . — Breeding  of  the  various  types  and  breeds 
of  farm  animals;  advantages  of  pure-bred  animals  over 
cross-bred  animals;  bilding  up  a pure-bred  herd. 

Where  Agriculture  Should  Be  Taught 

Agriculture  to-day  is  finding  its  way  into  the  larger  high 
schools  much  faster  than  it  is  getting  into  the  smaller 
schools  of  the  state,  and  the  reverse  should  be  true.  When 
agriculture  is  taken  up  in  the  larger  high  schools,  many 
students  enrol  because  it  is  a novelty,  and  not  because  they 
ever  expect  to  be  farmers.  This  is  bad  both  for  the  students 
and  for  the  course,  for  as  a rule  such  students  cause  an 
atmosfere  in  the  class  which  is  not  conduciv  to  the  best  re- 
sults. If  agriculture  is  taught  in  the  large  high  schools,  it 
should  be  made  interesting,  but  at  the  same  time  so  rigor- 
ous that  it  will  drive  out  all  those  who  enter  merely  for  the 
credils  they  think  can  be  easily  gaind.  If  this  can  be  done, 
agriculture  will  command  and  hold  a place  with  any  of  the 
subjects  of  the  curriculum. 

The  village  high  schools  and  consolidated  country  high 
schools  are  the  ideal  places  for  the  teaching  of  agriculture, 
for  it  is  in  these  schools  that  the  young  farmers  are  traind, 
and  it  is  in  these  schools  that  every  one  thinks  agriculture 
and  speaks  agriculture  all  the  time.  It  is  the  occupation  of 
thb  community,  and  the  boys  who  are  growing  up  are  going 
into  the  same  occupation.  They  are  the  boys  who  should 
have  this  training,  and  not  the  lads  of  the  larger  city  who 
will  go  to  the  factory  rather  than  the  farm.  In  the  smaller 
towns  and  in  the  country  schools  the  teacher  should  have 
access  to  the  farms  of  the  community.  These  farms  should 
be  his  laboratories,  and  there  his  problems  should  be  workt 
out.  Agriculture  cannot  be  taught  without  the  farm  any 
more  than  chemistry  can  be  taught  without  the  laboratory. 
It  is  true  that  text-books  should  be  used,  but  only  to  sup- 
plement the  work  in  the  farm  laboratory. 


15 


The  Handling  of  the  Glasses  : The  Text-Book  Problem 

In  a well  outlined  course  in  agriculture  there  will  be 
work  in  the  indoor  laboratory,  in  the  classroom,  and  on  the 
farm.  Each  one  of  these  phases  of  the  work  is  very  im- 
portant and  should  be  well  pland.  One  phase  is  briefly 
discust  on  pages  6 and  7. 

The  textbook  problem  for  secondary  school  agriculture 
has  not  been  solvd  satisfactorily.  The  time  has  come  when 
the  text  on  general  agriculture  will  not  do ; there  must  be 
specialized  texts  for  each  grand  division  of  the  subject. 
There  are  few  such  texts  of  high-school  grade  on  the  mar- 
ket. It  is  true  that  they  are  appearing  rapidly,  but  most  of 
them  seem  to  be  pland  for  college  rather  than  secondary 
school  work. 

The  teacher  is  advizd  to  collect  government  and  state 
publications  bearing  on  agriculture,  and  to  inspect  copies 
of  the  new  agricultural  texts  which  may  appear  from  time 
to  time  for  material  which  will  be  suitable  for  work  in  his 
classes.  It  is  practically  impossible  to  recommend  books 
for  secondary-school  agriculture,  but  the  demand  for  them 
is  growing,  and  with  this  demand  books  that  will  be  teach- 
able in  our  secondary  schools  are  almost  sure  to  come. 


16 


THE  ILLINOIS  STATE  NORMAL  UNIVERSITY 

the  oldest  normal  school  in  the  Mississippi  Valley  affords 
excellent  advantages  to  young  people  who  wish  to  prepare 
for  teaching.  Its  equipment  is  ample ; its  annual  income 
excedes  $120,000;  its  regular  faculty  numbers  fifty.  Its  en- 
rolment of  students  and  pupils  for  the  last  year  was  2703. 
The  following  programs  are  provided: 

1.  A two-year  program  for  graduates  of  accredited  high  schools 

with  four-year  courses. 

2.  A three-year  program  for  holders  of  first-grade  teachers’  cer- 

tificates, and  for  others  who  have  completed  three  years  of 
high-school  work. 

3.  A four-year  program  for  holders  of  second-grade  teachers’ 

certificates,  and  for  others  who  have  had  at  least  one  year 
of  high-school  work. 

4.  A five-year  program  for  graduates  of  the  eighth  grade  who 

intend  to  become  teachers. 

(All  of  the  foregoing  programs  lead  to  the  regular  nor- 
mal diploma.) 

5.  A two-year  special  program  for  teachers  of  Manual  Training. 

6.  A two-year  special  program  for  teachers  of  Agriculture. 

7.  A two-year  special  program  for  teachers  of  Art  and  Design. 

8.  A two-year  special  program  for  teachers  of  Domestic  Science. 

9.  A two-year  special  program  for  teachers  of  Domestic  Art. 

10.  A three-year  program  in  Domestic  Science  and  Domestic  Art. 

11.  The  six  foregoing  programs  are  based  upon  four  years  of  high- 

school  work  and  lead  to  a special  Teachers’  Diploma.  Stu- 
dents without  full  high-school  preparation  may  make  up 
the  missing  work  at  Normal. 

12.  A four-year  professional  program  for  high-school  graduates 

leading  to  the  degree  of  Bachelor  of  Education. 

13.  A one-year  program  for  college  graduates  leading  to  the  de- 

gree of  Bachelor  of  Education. 

14.  A two-year  program  for  graduates  of  the  eighth  grade  who  are 

preparing  to  teach  country  schools. 

15.  A one-year  program  for  tenth-grade  graduates  and  holders  of 

second-grade  certificates  who  expect  to  teach  in  country 
schools. 

(Students  completing  programs  14  and  15  receiv  a 
special  certificate.) 

16.  A four-year  high-school  program  for  students  preparing  to 

enter  college  or  university. 

17.  A four-year  high-school  program  in  Agriculture. 

18.  A four-year  high-school  program  in  Manual  Training. 

19.  A four-year  high-school  program  in  Home  Economics. 

These  four  programs  are  for  graduates  of  the  eighth 
grade  and  lead  to  the  diploma  of  the  University  High  School. 

For  catalog  address 

DAVID  FELMLEY,  President 

Normal,  Illinois. 


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